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Useful Information for Community-College Leaders—an Update
by
Jay Leist & John Murray, Ph.D.
During the 2003 American Association of Community Colleges national convention, we
presented a study entitled Useful Information for Community-College Leaders. Offered as a
possible aid for institutional decision-making, our five- month study involved a database search
of dissertations, ERIC documents, and professional academic journal articles published between
January 2000 and mid-2002. Several Higher Education (HIED) colleagues identified a total of
11 topical categories as major issues affecting today’s instructional administrators. These
categories included adjunct faculty; development/fund-raising; developmental education;
dual/concurrent credit; economic development and workforce; faculty/staff development;
strategic planning; student retention; teaching issues; technology and distance education; and
transfer and articulation.
Based on the favorable response this study received, we recently compiled similar
information for items published during 2003. Much like the first effort (included herein and also
available through ERIC, using Clearinghouse number ED477587), our latest product provides an
assortment of practitioner- and research-based findings, helpful hints, and proven strategies to
combat many of the issues facing today’s community-college leaders. In some instances, the
same item will appear in multiple categories.
Our methodology involved using the keywords “community college” and each of the
aforementioned 11 category labels. For inclusion in our project, an item had to meet two criteria.
First, it had to relate to the daily operation of a typical community college. Readers will note
that, in some cases, we included dissertations or journal articles that focused on a four- year
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college or university; however, the issue under study could equally pertain to a two-year
institution. Secondly, an item had to offer findings, possible solutions, or suggestions that
community-college administrators might use to overcome certain problems or issues facing their
institution.
Like its predecessor, this study uses the same format for listing information. Dissertations,
ERIC documents, and professional academic journal articles are listed by category. Each item
includes enough information to facilitate access from the Internet or a local library.
Dissertations are listed with an internal tracking code, the university of origin, the author’s last
name, and a short synopsis concerning content, scope, and/or findings. For example,
SR-D-06
Anytown University
Franks
Examines decision- making processes
used by community colleges to
create certification training programs
for first-responders combating
Homeland Security threat scenarios
ERIC documents are listed in a similar manner; however, the ERIC Clearinghouse number is
used in place of a university name. For example,
DVE-E-01
ED477587
Leist &
Murray
Provides a list of dissertations, ERIC
documents, and journal articles on
contemporary issues of interest to
community-college leaders. The
topics addressed include...
Journal articles likewise follow this format, and also include the name of the periodical, a
reference citation, and if available, an ERIC Clearinghouse reference number. For example,
AF-J-08
EJ668421
Journal of Developmental Education,
v. 26, no. 3, pp. 18-27, Spr 2003
Wheland,
Konet, &
Butler
Examines five perceived inhibitors
of successful performance in an
intermediate algebra course
We completed this study (and its predecessor) with one goal in mind: to provide communitycollege administrators and their staff members with another information source for solving many
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of the operational problems affecting their institutions. HIED researchers, practitioners, and
students aspiring to become future administrators are constantly searching for ways to improve
America’s two-year institutions. For any number of reasons, administrators and their staffs often
do not consider the plethora of research available about today’s community colleges, and the
valuable lessons other institutions have learned about what solutions will or will not work.
Hopefully, our study will encourage administrators to at least explore the various research outlets
available to them.
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Table of Contents
Adjunct Faculty (AF) Issues
5-8
Development/Fund-Raising (DFR) Issues
9
Developmental Education (DVE) Issues
10-15
Dual/Concurrent Credit (DC) Issues
16-17
Economic Development and Workforce (EDW) Issues
18-20
Faculty/Staff Development (FSD) Issues
21-24
Strategic Planning (SP) issues
25-26
Student Retention (SR) Issues
27-32
Teaching Issues (TI)
33-35
Technology and Distance Education (TDE) Issues
36-39
Transfer and Articulation (TA) Issues
40-41
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Adjunct Faculty (AF) Issues
Dissertations
AF-D-01
U. of Arizona
Kater
Examines shared go vernance in
public, unionized community
colleges (CCs). Suggests that fulltime and AF are obligated to
participate in governance, and that
participation differs by regions
AF-D-02
U. of Nevada,
Las Vegas
Lei
Explores variations of teaching and
assessment strategies based on status
and education level of faculty. Says
that AF require more student recall
of facts, critical thinking, and theory
application than full- time colleagues
AF-D-03
U. of Virginia
Meade
Compares teaching styles and
demographic characteristics of AF
and full-time faculty. States that
full-timers have more student contact
than AF, but no differences exist in
teaching styles of either faculty type
AF-D-04
Capella U.
Snell
Explains that understanding AF
training needs can help increase the
overall effectiveness of adjuncts.
Provides a methodology others can
use to determine specific AF training
needs
ERIC documents
AF-E-01
ED477578
American
Association
of
Community
Colleges
Summarizes faculty shortages in
nursing education. Discusses issues
contributing to this shortage. Offers
some short-term fixes to alleviate
these shortages, to include use of
retired nurses on a part-time basis
AF-E-02
ED474189
Columbia
Basin
College
Highlights faculty profiles at a large
CC in Washington state. Provides
demographics regarding both fulltime and part-time faculty members
6
AF-E-03
ED475795
Illinois
Community
College
Board
Reports compensation data for all
employees at Illinois’ 48 public CCs.
Devotes a section to AF salary rates,
and also includes sections that cover
faculty salary policies and
information about faculty contracts
AF-E-04
ED478299
Marks
Contains detailed national, regional,
and state data on member colleges
and universities in the Southern
Regional Education Board. Includes
characteristics and salaries of fulltime and AF members
AF-E-05
ED475550
Maryland
State
Higher
Education
Commission
Provides statistics about a variety of
issues affecting Maryland ’s
institutions of higher education.
Offers data regarding full- and parttime faculty, to include race, gender,
and average salaries
AF-E-06
ED475485
Ryan,
Wesemann,
Boese, and
Neuschatz
Examines chemistry courses in CCs.
Provides data regarding what types
of courses are taught by full- and
part-time faculty members. Breaks
information down by gender and
tenure/non-tenure status
AF-E-07
ED475991
Santa Fe
Community
College
Offers information on a Florida CC,
for fiscal year 2001-2002. Discusses
a variety of issues, to include the use
of adjunct faculty personnel
AF-E-08
ED474967
Sapp
Lists barriers facing faculty who try
to promote social justice (SJ)
learning in composition courses.
One involves AF fearing cynical
administrators, faculty, and students
opposed to a SJ classroom mission
AF-E-09
ED475988
South Texas Discusses factors important for
Community faculty deciding to continue or
College
terminate employment at one CC.
Few AF responded to this internal
survey; thus, the report only
discusses full- time faculty responses
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AF-E-10
ED477567
Teachers of
English to
Speakers of
Other
Languages
Explores the trend in the number and
percentage of part-time, adjunct, and
contingent faculty in higher
education. Discusses overuse of AF
and how this causes a systemic
problem with institution-wide effects
Modern
Language
Association
Provides the Modern Language
Association’s salary
recommendations for entry- level
full-time and part-time foreign
language department faculty, as well
as general staffing recommendations
AF-J-02
-Journal of Public Affairs Education,
v. 9, no. 3, pp. 181-192, Jul 2003
Irvin
Examines use of consultants as AF;
in this case, in graduate nonprofit
management programs. Lists
advantages of consultants as AF, and
possible incompatible incentives
between schools and consultants
AF-J-03
-Distance Education Report,
v. 7, no. 14, p. 1, Jul 15, 2003
Lorenzetti
Offers advice on recruiting and
developing online AF. Chronicles
policies implemented by a Florida
CC program manager for distance
learning
AF-J-04
-Journal of Higher Education,
v. 74, no. 2, pp. 196-209, Mar/Apr 2003
Pincus &
Schmelkin
Investigates faculty perceptions of
academic dishonesty. Uses
feedback from 212 full- and parttime faculty. Finds no difference in
perceptions of academic dishonesty
due to full- time/AF status
AF-J-05
EJ664698
Chronicle of Higher Education,
v. 49, no. 24, p. A10, Feb 11, 2003
Smallwood
Describes how, as AF unionize, they
face a choice: join with full-time
faculty members, and gain strength
in numbers, or go their own way, to
keep an independent voice
Journal articles
AF-J-01
EJ664612
ADFL Bulletin,
v. 34, no. 2, pp. 57-58, Win 2003
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AF-J-06
EJ671896
Community College Journal of
Research and Practice,
v. 27, no. 7, pp. 633-637, Aug 2003
Sophos
Offers citations that provide
overviews of various issues related
to AF. Includes AF roles and
functions, teaching methods and
effectiveness, training, institutional
integration, and more
AF-J-07
EJ666410
Toutkoushian
Journal of Higher Education,
& Bellas
v. 74, no. 2, pp. 172-195, Mar-Apr 2003
Looks at faculty employment,
earnings, and satisfaction. Finds that
demand-side factors explain most of
the gender differences in AF hirings.
AF and full- timers seemed equally
satisfied with compensation
AF-J-08
EJ6668421
Journal of Developmental Education,
v. 26, no. 3, pp. 18-27, Spr 2003
Examines 5 perceived inhibitors of
performance in an algebra course.
Reports that non-native Englishspeaking faculty, and teaching
assistants instead of AF, had no
negative impact on student learning
Wheland,
Koney, &
Butler
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Development/Fund-Raising (DFR) Issues
Dissertations
DFR-D-01
George Mason U.
LaBeouf
Proposes a sample multi- source
model that CC foundation
administrators can use to start or
develop a foundation. Finds that
much work is needed for CC
foundations to be competitive
DFR-D-02
U. of Pennsylvania
McGuire
Discusses the concept of strategic
fund-raising, and the issues and
concerns arising when colleges try
to link fund-raising with academic
planning and budgeting. Provides
case studies of seven institutions
DFR-D-03
U. of So. Mississippi Tisdale
Examines fund-raising and alumni
activities of Mississippi CCs. Offers
what critical components led to
successful/unsuccessful fund-raising.
Explores five fund-raising aspects in
Mississippi CCs
ERIC documents
DFR-E-01
ED469366
Ah NeeBenham &
Stein, Eds.
Offers a 13-chapter compendium of
information regarding triballycontrolled CCs. Includes subjects
about DFR to support institutional
partnerships and community
development of tribal CCs
DFR-E-02
ED476455
Chen &
Toy
Describes the Foundation for
California CCs, a non-profit
foundation whose mission is to
save money. Explains a variety of
initiatives, to include partnership
developments with business/industry
Carnevale
Chronicles a $1M grant from the
U. S. Dept. of Labor and local
foundations for funding technology
training centers to help rural-area
people learn computer skills.
Journal articles
DFR-J-01
-Chronicle of Higher Education,
v. 50, no. 2, p. A43, Sep. 5, 2003
10
Developmental Education (DVE) Issues
Dissertations
DVE-D-01
U. of Missouri,
Columbia
Brown
Examines policies and practices
in DVE mathematics at Missouri
public CCs. Includes organizational
structure, assessment and placement,
transferability, program evaluation,
and staff professional development
DVE-D-02
Morgan State U.
Costner
Assesses CC faculty attitudes toward
teaching African-American students.
Examines instructors of DVE and/or
non-DVE courses, to gauge their
openness to using culture as a
classroom resource
DVE-D-03
No. Arizona U.
Cress
Investigates the relationship between
persistence and academic success of
underprepared mathematics and
English CC students and their use of
learning assistance center services
DVE-D-04
U. of Illinois at
Urbana-Champaign
Crews
Explores whether participants in a
DVE writing course earned higher
grades and more credits, enrolled for
more terms, and completed degrees/
certificates and/or transferred at
greater rates than non-participants
DVE-D-05
Indiana U. of
Pennsylvania
Davidson
Describes the origin, evolution, and
implementation of a basic DVE
writing program at a small, liberalarts college. Emphasizes how
administrators and teachers can
develop writing potential in students
DVE-D-06
U. of Virginia
Fleming
Investigates whether CC DVE
algebra students can show
comparable success rates and levels
of achievement when taught using
computer-based instruction and
traditional lecture-based methods
11
DVE-D-07
U. of Connecticut
Foley
Examines CC students’ grasp of
fractions prior to instruction, whether
they solve problems presented in
different formats with equal
accuracy, and the characteristics
generated while solving problems
DVE-D-08
U. of Virginia
Hall
Details how an instructor in CC DVE
writing can create a community of
trust. Offers five categories in which
this trust can be cultivated
DVE-D-09
Michigan State U.
Haston
Describes the nature of academic
advising within a CC DVE program,
to understand the ways in which the
process of academic advising is
negotiated
DVE-D-10
Bowling Green
State U.
Henry
Studies the factors that contributed to
persistence rates of over 500 CC
students who transferred to an area
four-year university. Includes the
use of DVE coursework as a variable
DVE-D-11
U. of Illinois at
Urbana-Champaign
Johnson
Examines the differences in student
characteristics between completers
and non-completers in online
courses. Includes the use of DVE
as a variable
DVE-D-12
Kansas State U.
Knedlik
Compares levels of CC student
satisfaction with DVE academic
advising, and any possible
relationship that those levels of
satisfaction may have with retention
DVE-D-13
U. of Missouri,
Kansas City
Ray
Explores the role of aptitude and
achievement in CC DVE students’
perceptions regarding their selfregulated learning, motivational
beliefs, and grade expectations
DVE-D-14
Baylor U.
Summerlin
Studies the academic effectiveness
of Internet-based developmental
mathematics instruction for CC
students
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DVE-D-15
Morgan State U.
Thomas
Determines what factors contributed
to student persistence, and what
factors made persistence difficult.
Relies on former CC students who
successfully completed DVE reading
writing courses
DVE-D-16
U. of Kentucky
Walters
Examines music listening as a
potential factor in the improvement
of competency test results in algebra
by CC students who need DVE
courses
ERIC documents
DVE-E-01
ED477911
Chaves
Discusses the challenges that urban
CCs face in delivering education to
non-traditional and first-generation
students. Advocates greater student
involvement in certain activities suc h
as learning assistance centers
DVE-E-02
ED473972
Chesson &
Rubin
Discusses six policy areas in which
states can better equip rural CCs to
serve their communities. To
improve access, the authors advocate
that states fund DVE, literacy, and
basic skills instruction
DVE-E-03
ED474570
Cushman,
Cervone, &
Rowley
Chronicles how one California CC
has played a key role in boosting
retention and advancement by
redesigning curricula into shorter
modules and integrating DVE
courses into academic classes
DVE-E-04
ED473875
Mazzeo,
Rab, &
Alssid
Identifies and draws lessons from
several CC programs that have
reconsidered their DVE and/or
adult education offerings, and are
creating bridges to college and
careers for disadvantaged students
13
DVE-E-05
ED475435
McCabe
Argues that most academicallydeficient students do not lack talent,
but do lack preparation. Offers a
primer on services that CCs have
created for underprepared students
DVE-E-06
ED478368
MDC, Inc.
Provides lessons learned from the
Rural Community College Initiative
(RCCI). Describes how RCCI teams
worked on a variety of topics, to
include improving DVE and
academic support
DVE-E-07
ED478367
Perin &
Charron
Examines students’ academic
preparedness, as well as assessment
and placement policy in 15 CCs.
States that many CCs do not require
low-scoring students to attend DVE
classes
DVE-E-08
ED476176
Ray,
Garavalia,
& Gredler
Explores gender and aptitude
distinctions among DVE college
students in task value, reported use
of learning strategies, and academic
achievement
Castanier
Offers an overview of the research
involving the interviewing and
tutoring of CC students with low
levels of literacy skills
DVE-J-02
EJ666648
Research & Teaching in
Developmental Education,
v. 19, no. 2, pp. 29-40, Spr 2003
Garavalia
& Ray
Investigates whether aptitude/
achievement subgroups of DVE
college students differ in their
reported use of self- regulated
learning strategies, task value, and
grade expectations
DVE-J-03
EJ666654
Research & Teaching in
Developmental Education,
v. 19, no. 2, pp. 73-78, Spr 2003
Hartman
& Stewart
Describes a scavenger hunt in a
freshman orientation course. Uses
this hunt as a way to locate and
utilize campus resources and gain
insight into the grading and
self-evaluation process
Journal articles
DVE-J-01
-Educational Studies,
v. 34, no. 3, pp. 299-317, Fall 2003
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DVE-J-04
-Mathematics and Computer Education,
v. 37, no. 1, pp. 5-125, Win 2003
Kelly,
Shore, &
Vasquez,
(Eds.)
Discusses the use of technology to
meet the DVE needs of deaf students
to improve their word problem
solving skills, the use of algorithmic
instructional techniques in the DVE
classroom, and other DVE issues
DVE-J-05
EJ668419
Journal of Developmental Education,
v. 26, no. 3, pp. 2-8, Spr 2003
Ogden,
Thompson,
Russell, &
Simons
Assesses Supplemental Instruction
(SI), an academic assistance program
aimed at improving at-risk student
performance. Analyzes data
collected from a political science
class supported by SI
DVE-J-06
EJ668423
Journal of Developmental Education,
v. 26, no. 3, pp. 36-37, Spr 2003
Paul &
Elder
Provides templates to help students
practice analyzing and assessing the
logic of a text. Covers how to
analyze an article, essay, or chapter;
comprehend the logic of a text; and
evaluate an author’s reasoning
DVE-J-07
EJ664997
Community College Journal of
Research and Practice,
v. 27, no. 3, pp. 255-258, Mar 2003
Peterman
Offers 10 annotated references on
the topic of peer mentorship in CCs.
Describes peer mentorship programs
as an effective way to assist underrepresented and DVE students
DVE-J-08
-Journal of Counseling Psychology,
v. 50, no. 2, pp. 156-164, Apr 2003
Robinson,
Davis, &
Meara
Explores the influence of theorized
motivational properties on
participants’ perceived likelihood
of achieving their most hoped- for
self. Studies low- income females
in rural CC DVE classes
DVE-J-09
EJ673547
Community College Journal of
Research and Practice,
v. 27, no. 8, pp. 665-677, Sep 2003
Rochford
Argues that few new techniques for
teaching remedial writing courses
work. Suggests that learning styles,
a research-based teaching approach,
has demonstrated statisticallysignificant results
15
DVE-J-10
-Mathematics and Computer Education,
v. 37, no. 1, pp. 29-38, Win 2003
Shore &
Shore
Highlights a Maryland CC project
aimed at transforming DVE
mathematics to engage students in
active learning, and offer meaningful
health-related applications using
problem-based learning
DVE-J-11
EJ668420
Journal of Developmental Education,
v. 26, no. 3, pp. 10-16, Spr 2003
Smittle
Reviews several principles for
effective DVE teaching, including
commitment to teaching underprepared students, command of the
subject matter, and the ability to
teach a diverse student population
DVE-J-12
EJ666647
Research and Teaching in
Developmental Education,
v. 19, no.2, pp. 17-28, Spr 2003
Snyder,
Hackett,
Stewart, &
Smith
Examines academic success and
retention of first-year students in
need of DVE at a small private
university. Determines which
variables are predictive of academic
achievement, retention, and GPA
DVE-J-13
EJ666652
Research and Teaching in
Developmental Education,
v. 19, no. 2, pp. 59-63, Spr 2003
Testone
Assesses the instructor’s role in
ensuring quality online DVE
mathematics courses. Argues that
an instructor’s written
communications skills are essential
in an online classroom
DVE-J-14
-Mathematics and Computer Education,
v. 37, no. 1, pp. 72-78, Win 2003
Villareal
Chronicles how a CC mathematics
department revamped a DVE algebra
class focused solely on computerdirected instruction, after the class
initially failed to produce positive
results
16
Dual/Concurrent Credit (DC) Issues
Dissertations
DC-D-01
U. of South Florida
Cesta
Examines effects of an accelerated
academic program on CC student
graduation rates and time-to-degree.
Finds that DC students are more
likely to earn an Associate’s degree,
and in less time, than non-DC peers
DC-D-02
E. Tenn. State U.
Porter
Explores relationships between
college retention and completion,
and the number of DC credit hours
students earn. Finds that students in
DC programs have higher retention/
graduation rates than non-DC peers
ERIC documents
DC-E-01
ED477914
Andrews
Identifies 3 enrollment trends now
affecting CCs: DC, reverse transfer,
and job retraining. Indicates these
will only increase in the near future.
Shows how DC in 48 states offered
academic stimulus to high schoolers
DC-E-02
ED475805
Bailey,
Hughes, &
Karp
Provides alternative view of how
students can move from secondary
to post-secondary education. Argues
that DC programs can help lowachieving students succeed in
college; offers two successful models
DC-E-03
ED475986
Hagedorn,
Chlebek, &
Moon
Chronicles 3 support programs for
at-risk high schoolers that include
transfer to CCs. One showcased
program involves a DC process
DC-E-04
ED476457
Hoffman
Examines whether or not underrepresented students are earning
college credits in high school, and
the implications of dual enrollment
for education and policymakers
17
Journal articles
DC-J-01
EJ671371
American School Board Journal,
v. 190, no. 8, pp. 38-39, Aug 2003
Andrews
Describes 4 types of DC options in
existence between Olney Central
College, Illinois, and participating
high schools
DC-J-02
-Chronicle of Higher Education,
v. 49, no. 26, p. A26, Mar 7, 2003
Evelyn
Chronicles former Governor Davis’
order of an audit of a popular DC
program accessed by California
high schoolers. Suggests that some
CCs improperly used the courses to
get more money from the state
DC-J-03
-Change,
v. 35, no. 4, pp. 42-48, Jul/Aug 2003
Hoffman
Explores the degree to which DC
course opportunities will succeed in
increasing the number of young,
underrepresented students who will
earn a college degree
DC-J-04
-T.H.E. Journal,
v. 31, no. 4, p. 25, Nov 2003
Rajala
Provides a variety of online
resources regarding DC course
offerings. Explains that many
programs—cooperative courses, DC,
and early college high schools—exist
for students to earn college credit
18
Economic Development and Workforce (EDW)
Dissertations
EDW-D-01
George Mason U.
LaBeouf
Offers case studies of three Virginia
CCs with proven records in fundraising. Provides ways for
administrators to start or develop a
foundation to solve funding issues
EDW-D-02
North Carolina
State U.
Lamm
Extends decision- making theory into
the realm of EDW. Explores the
strategic decision processes, and
actions and beliefs, that CC, county,
and industry leaders use to develop
and maintain EDW initiatives
EDW-D-03
U. of Pennsylvania
Nunery
Chronicles how two large
universities used retail development
to revitalize their campuses and
neighborhoods. Shows how
institutions and community leaders
can spark economic development
ERIC documents
EDW- E-01
ED469366
Ah NeeBenham &
Stein (Eds.)
Focuses on developing and
strengthening tribal colleges through
various partnerships. Includes
chapters on tribal college EDW
through the Native American
Higher Education Initiative (NAHEI)
EDW- E-02
ED475089
Boggs
Outlines recent activities of the
American Association of
Community Colleges in six strategic
action areas, including EDW
EDW- E-03
ED473972
Chesson &
Rubin
Provides a state policy framework to
support rural CCs. Argues that states
can use rural CCs to promote local
EDW and service learning, and
provide small business assistance
and entrepreneurship education
19
EDW- E-04
ED472196
Iowa State
Dept. of Ed.
EDW- E-05
ED473875
Mazzeo, Rab, Explains how five CCs adapted
& Alssid
developmental and adult education
offerings to build bridges for
disadvantaged students. Encourages
policymakers to adjust EDW efforts
to state/local economic changes
EDW- E-06
ED477203
Regional
Technology
Strategies,
Inc.
Journal articles
EDW-J-01
-Community College Journal,
v. 73, no. 6, p. 3, Jun/Jul 2003
--
Reviews Iowa’s CC programs and
related services for fiscal years 19992002. Includes a section about the
role of these CCs on EDW
throughout the state
Offers an initial model of a clusterbased workforce delivery system.
Responds to the collective interests
of the leadership of ten CC systems
to better understand how to support
state cluster-based EDW strategies
Argues that CCs must be seen as
EDW leaders and as key forces that
will transform the U. S. Advocates
grants, lottery dollars, and other state
and federal funds as ways to further
EDW efforts
EDW-J-02
-Community College Journal,
v. 73, no. 6, pp. 48-51, Jun/Jul 2003
Dassance &
Spontak
Highlights how one Florida CC, a
county economic development
corporation, and a workforce
connection teamed together on a
year-long project, to focus
on and address EDW issues
EDW-J-03
-Community College Journal,
v. 73, no. 5, pp. 56-61, Apr/May 2003
Elsner
States that major forces will recast
and redefine CC roles in the future;
economic factors, the process of
globalization, environmental
conditions, and other forces will
shape tomorrow’s two-year colleges
20
EDW-J-04
EJ666445
Metropolitan Universities: An
International Forum,
v. 14, no. 1, pp. 67-75, Mar 2003
Ingman,
Clower, &
Wallimann
Asserts that community building is
not unique to U. S. higher education.
Provides examples of how
institutions in Switzerland, Mexico,
Northern Ireland, and the U. S. have
responded to economic crises
EDW-J-05
-Community College Journal of
Research and Practice,
v. 27, no. 1, pp. 1-14, Jan 2003
Lovell,
Crittenden,
& Stumpf
Showcases Mississippi State
University’s doctoral program for
educating future rural CC leaders.
Explains that program dissertations
must focus on rur al economic and
community development
EDW-J-06
EJ668441
Tribal College Journal,
v. 14, no. 4, pp. 24-25, Sum 2003
Selden
Explain why Indian casinos are not
providing economic development for
large numbers of Native Americans.
Argues that most casinos are located
in populated areas, while most
Native Americans live in rural areas
EDW-J-07
-Community College Journal,
v. 74, no. 2, pp. 44-47, Oct/Nov 2003
White
Details a partnership between a CC
and several local governmental and
nongovernmental agencies to
prepare dislocated airport workers
for new careers in life sciences and
health-care technology
EDW-J-08
-Techniques,
v. 78, no. 3, pp. 26-29, Mar 2003
Wright
Chronicles how one CC joined with
a city school district, and the city
itself, to streamline the path for high
school graduates to follow an
articulated pathway to certain
associate’s degrees and better jobs
EDW-J-09
EJ670148
Tribal College Journal,
v. 14, no. 3, pp. 15-16, Spr 2003
Yellow Bird
Discusses a tourism project at a tribal
CC. Explains how the institution has
developed economic strategies and
employment opportunities for tribes.
Shows how high- visibility tourism
events can impact tribal economies
21
Faculty/Staff Development (FSD) Issues
Dissertations
FSD-D-01
U. of Missouri
Brown
Examines current policies and
practices in developmental math in
Missouri. Focuses on a variety of
issues, to include the professional
development of developmental math
faculty and staff personnel
FSD-D-02
Royal Roads U.
Foster
Provides insight into how a Canadian
CC included its employees in a
meaningful process to create a
shared vision. Harnesses employee
feedback to create internal processes
to tailor institutional direction
FSD-D-03
Arizona State U.
Kushibab
Offers an analytical review of staff
development policy and practices for
student services employees of the
Maricopa CC District. Tests the
policy-science theory that relates to
enhanced decision- making
FSD-D-04
Fielding Grad. Inst.
Levy
Chronicles how California CCs
planned for the implementation of
online distance learning. Includes
particulars about FSD to support this
undertaking, one involving 108 CCs
in 71 CC districts in California
ERIC documents
FSD-E-01
ED475089
Boggs
Outlines recent activities of the
American Assn. of Community
Colleges, to include leadership
development
FSD-E-02
ED473972
Chesson &
Rubin
Covers six policy areas. Argues that
states can better equip CCs to serve
their communities through a
multitude of ways, to include FSD
22
FSD-E-03
ED473686
Ebersole
Acknowledges difficulties first-time
CC faculty can face. Offers an
orientation for new faculty based on
learning-community principles:
shared knowledge, shared knowing,
and shared responsibility
FSD-E-04
ED476352
Frearson
Examines a survey of Englishcollege managers and leaders, and
their responses to FSD
FSD-E-05
ED478035
Oates &
Leavitt
Provides fundamental theory about
service- learning and learning
communities. Depicts adjustments
to organization, management, and
planning of course activities
FSD-E-06
ED475093
Roueche,
Milliron, &
Roueche
Focuses on CC teachers and the
perspectives they bring to the
discourse on education. Provides 10
chapters tied to classroom teaching
and FSD
FSD-E-07
ED477912
Stern
Examines four of the delivery
methods being employed in the field
of professional FSD
FSD-E-08
ED477681
Trident
Technical
College
Provided a summary of institutional
data pertaining to a variety of goals,
including FSD for this South
Carolina institution
FSD-E-09
ED476673
Van
Kollenburg,
(Ed.)
Offers a collection of papers related
to promoting student learning and
teaching. Includes a segment on
FSD and student outcomes
Allen
Highlights the influence of differing
management styles on organizational
climate in 12 English Higher
Education institutions. Discusses
how FSD can help create a symbiotic
community within the institution
Journal articles
FSD-J-01
-Higher Education,
v. 46, no. 1, pp. 61-92, Jul 2003
23
FSD-J-02
EJ664995
Community College Journal of
Research and Practice,
v. 27, no. 3, pp. 225-237, Mar 2003
Ebbers,
Wild, &
Friedel
Summarizes survey results of CC
personnel in Iowa. Assesses the
short-term impact of pending
retirements and other changes to the
institution on professional and
technical staff
FSD-J-03
-Community College Journal of
Research and Practice,
v. 27, no. 4, pp. 337-347, Apr/May 2003
Floyd
Addresses approaches to effectively
prepare CC faculty and staff to
support new learning technologies in
the 21st century. Includes a summary
of applying the Kouzes-Posner
leadership model to CC FSD
FSD-J-04
EJ670132
Journal of Student-Centered Learning,
v. 1, no. 2, pp. 105-110, 2003
--
Outlines Chickering and Gamson’s
“Seven Principles for Good Practice
in Undergraduate Education.” Lists
use of principles for FSD, including
greater student/faculty contact and
creating campus visibility
FSD-J-05
EJ668422
Journal of Developmental Education,
v. 26, no. 3, pp. 28-34, Spr 2003
Liff
Argues that, by addressing social and
emotional learning in the college
classroom, faculty can foster the
scholarly and interpersonal growth of
students. Highlights learning within
the affective domain
FSD-J-06
-Community College Journal of
Research and Practice,
v. 27, no. 6, pp. 531-547, Jul 2003
McCormick
Chronicles how workfare-focused
policies of New York state and city
governments have influenced
training offerings at local CCs. FSD
at these colleges included new
pedagogies and flexible structures
FSD-J-07
-Piland &
New Directions for Community Colleges, Wolf (Eds.)
no. 123, pp. 5-110, Fall 2003
FSD-J-08
EJ666472
Innovative Higher Education,
v. 27, no. 3, pp. 183-194, Spr 2003
Provides numerous articles on
developing CC leaders for the 21st
century. Explores development of
CC faculty to become leaders, and
offers a professional development
program model for CC officials
Sherer, Shea, Discusses an Internet-enhanced
& Kristensen faculty- learning community, which
provides valuable opportunities for
enhanced and sustained FSD activity
24
FSD-J-09
EJ665006
Community College Journal of
Research and Practice,
v. 27, no. 4, pp. 317-335, May 2003
Wallin
Uses a three-state study to examine
appropriate roles of CC faculty and
administrators in assuring access to
meaningful FSD opportunities
25
Strategic Planning (SP)
Dissertations
SP-D-01
George Mason U.
LaBeouf
Urges combining public
administrative assumptions and
approaches with transformational
leadership to increase funding
sources in CCs. Advocates SP that
administrators can use to start or
develop a foundation
SP-D-02
Fielding Grad. Inst.
Levy
Details how 108 California CCs
strategically planned for the
implementation of online distance
learning (ODL) and what aspects of
ODL had been/were going to be
implemented
SP-D-03
U. of Pennsylvania
McGuire
Discusses linking of fund-raising
(development operations) with
academic planning and budgeting
(APB). Includes SP for fund-raising,
and the issues and concerns arising
from this concept
ERIC documents
SP-E-01
ED476352
Frearson
Provides survey results of English
college leaders and managers.
Advocates the need for increased
development in the areas of SP, and
developing new approaches to
learning
SP-E-02
ED473293
San Antonio
College
Offers vision/mission statements for
San Antonio College and the Alamo
Community College District.
Includes overall strategic goals and
objectives, unit strategic objectives,
and operational/specific objectives
SP-E-03
ED476672
Van
Kollenburg
Includes 32 papers related to
organizational effectiveness and
future directions. Discusses fiveyear SP while simultaneously
incorporating quality initiatives
26
SP-E-04
ED476682
Westchester
Community
College
Summarizes outcome measurements
pertaining to 10 mission and SP
goals of a large New York CC. SP
efforts cut across institutional
academic goals, instructional costs,
curriculum innovation, etc.
Allen
Introduces the concept of
organizational climate (OC), and
contributes to an understanding of
the recursive relationship between
OC and strategic change initiatives.
Emphasizes an increase in SP
SP-J-02
-Community College Journal,
v. 74, no. 2, p. 5, Oct/Nov. 2003
Carreon
Focuses on technology and the
various aspects of its use. Explains
that “anywhere/anytime” learning is
here to stay, and that SP and
appropriate funding of technology is
essential
SP-J-03
-Community College Review,
v. 30, no. 4, pp. 1-20, Spr 2003
Eddy
Looks at a strategic alliance among 5
CCs. Reveals that the consortium
fell short in completing the change
process, partly due to a lack of
leadership and the inability to embed
alliance visions and strategies
Journal articles
SP-J-01
-Higher Education,
v. 46, no. 1, pp. 61-92, Jul 2003
27
Student Retention (SR) Issues
Dissertations
SR-D-01
Northern Illinois U.
Ally
Stresses the need to consider a wide
range of administrative issues when
delivering any online instruction, to
include SR matters
SR-D-02
U. of Missouri,
Saint Louis
Freeman
Compares year-to- year persistence of
first-time entering African-American
male and female CC students to their
white counterparts. Uses 70
literature-based variables collected
through an earlier longitudinal study
SR-D-03
Northern Arizona U. Hanson
Examines student status, level of
preparedness (academic deficiency),
and level of participation (effort) as
functions of persistence at a CC with
a heterogeneous population
SR-D-04
U. of Nevada,
Reno
Henderson
Explores the effect of the sciencetechnology-society (STS) and
traditional teaching methods in CC
biology classes for non- majors. Uses
Bloom’s first three levels of learning
to investigate both methods
SR-D-05
U. of Illinois,
Urbana-Champaign
Johnson
Studies differences in CC student
characteristics between completers
and non-completers in online
courses, as well as for students in
similar face-to- face courses; also
considers course completion rates
SR-D-06
Kansas State U.
Knedlik
Compares levels of CC student
satisfaction with developmental
academic advising, and any possible
relationship that those levels of
satisfaction may have with retention
28
SR-D-07
U. of Alabama
Marcus
Addresses perceptions of
administrators and faculty
members regarding the
appropriateness of certain
performance indicators for CCs, to
include SR matters
SR-D-08
Baylor U.
Rodriguez
Evaluates three instructional
methods (seminar, traditional, and
web-based) used in teaching
freshman orientation at a Texas CC.
Examines each method in relation to
a variety of outcomes, including SR
SR-D-09
Florida State U.
Rowland
Examines factors that contribute to
the persistence and academic
achievement of students enrolled at a
Florida CC
SR-D-10
U. of Pennsylvania
Sauchuk
Offers a case study of SR in two
programs at a two-year, for-profit
institution; one program had the
highest institutional graduation rate;
the other had the lowest
SR-D-11
Fielding Grad. Inst.
Tennant
Considers student conceptions of CC
team-taught learning communities
(TTLC), and categorizes the ways in
which students understand the
experience, and why TTLCs work
SR-D-12
U. of Missouri,
Columbia
York
Investigates the relationship of a
student’s inherent characteristics and
performance, or attrition, in online
and face-to-face CC courses
ED469366
Ah NeeBenham &
Stein (Eds.)
Provides 13 chapters related to the
Native American Higher Education
Initiative (NAHEI). Focuses on
developing and strengthening tribal
colleges, and includes a chapter on
student access, retention, and success
ERIC documents
SR-E-01
29
SR-E-02
ED477914
Andrews
Identifies three major CC enrollment
trends (dual credit, reverse transfer,
and job retraining). Explains how
each trend, especially dual credit,
can serve as a stimulus for SR
SR-E-03
ED477911
Chaves
Discusses challenges CCs face in
delivering education to firstgeneration, immigrant,
economically-disadvantaged, nonwhite limited-English-ability, and
other non-traditional students
SR-E-04
ED478782
Hobneck,
Mudge, &
Turchi
Examines a program to improve the
academic success and retention of
student athletes at a central Illinois
CC
SR-E-05
ED475558
Maryland
State
Higher
Education
Commission
Presents an assortment of statistical
data regarding higher education in
Maryland. Offers trends in a variety
of areas, to include sections covering
retention, transfer, and graduation
SR-E-06
ED474579
Neutzling
Argues that the criteria used for
calculating the success rates of CC
students should differ from those
used for four-year schools
SR-E-07
ED478369
Nishimoto
Addresses the dearth of research on
& Hagedorn Asian and Pacific-Islander students,
by exploring the predictors of
persistence and retention, and the
course-taking patterns of these
students while enrolled in urban CCs
SR-E-08
ED477913
Ryan
Discusses how the established
theories and practices used in
counseling may not satisfy the needs
of nontraditional CC students
SR-E-09
ED475991
Santa Fe
Community
College
Provides a fact book of information
for this Florida CC, for fiscal year
2001-2002. Includes SR information
30
SR-E-10
ED475548
Skipper &
Argo (Eds.)
Offers nine chapters of information
about involvement in out-of-class
campus activities, and the impact
on the student experience. Describes
connecting academic and student
affairs to enhance SR
SR-E-11
ED477826
Thompson
Details one university’s system to
communicate with CCs, to provide
information about new student
performance and identify new
student needs. One performance
measure includes first- year SR rates
SR-E-12
ED476679
Tovar &
Simon
Chronicles the Student Success
Project at a California CC. Details
the delivery of in-class and cocurricular experiences, and how
certain interventions for new
students can improve SR
SR-E-13
ED476672
Van
Kollenburg
(Ed.)
Provides a collection of 37 papers on
self-study and institutional
improvement. Includes an effort that
discusses distance learning as an
assessment and retention resource
SR-E-14
ED478603
Ward-Roof
& Hatch
(Eds.)
Contains 15 papers on various
programs dealing with college and
university student and family
orientation programs. Includes an
effort that relates effective SR
to academic and social integration
SR-E-15
ED476682
Westchester
Community
College
Summarizes outcome measurements
for 10 mission and strategic planning
focus goals for a New York CC.
Includes information regarding
institutional SR matters
Harrell &
Forney
Examines period between the start
of high school and the first years of
undergraduate courses; pertains to
Hispanic and first-generation student
student enrollment and SR in college
Journal articles
SR-J-01
EJ663259
Community College Journal of
Research and Practice,
v. 27, no. 2, pp. 147-156, Feb 2003
31
SR-J-02
-Tribal College,
v. 14, no. 4, pp. 14-18, Sum 2003
Heavy
Runner &
Marshall
Showcases a Family Education
Model from a Montana tribal
college. Presents an opportunity
to formalize the well- tested,
resilience-based SR strategies the
staff and faculty have used for years
SR-J-03
EJ668206
Journal of College Student Retention,
v. 4, no. 3, pp. 227-256, 2002-2003
Hoffman,
Richmond,
Morrow, &
Salomone
Chronicles a “sense of belonging”
measure, to shed light on factors that
contribute to college SR. Argues
that a better understanding of “sense
of belonging” can help lead to more
effective retention programs
SR-J-04
-Journal of College Student Retention,
v. 5, no. 1, pp. 1-9, 2003-2004
Karlen
Attempts to determine intervention
protocols that would reduce the
attrition rate among female students
in the business administration and
business management programs at a
New York CC
SR-J-05
-Journal of College Student Retention,
v. 5, no. 1, pp. 11-22, 2003-2004
LeSureLester
Investigates the influence of stress
management styles on the college
persistence decisions of Latino
students enrolled in general liberal
arts classes in southern California
CCs
SR-J-06
EJ667413
International Review of Research
in Open and Distance Learning,
v. 4, no. 1, Apr 2003
LudwigHardman &
Dunlap
Discusses learner-support services
and how, based on the principle of
scaffolding, they can contribute to
effective retention for online students
SR-J-07
-College Student Journal,
v. 37, no. 2, pp. 181-189, Jun 2003
Owen
Explores the implications of a
relationship between the age of a
student and his/her grade-point
average, and the retention
implications created by this
relationship
SR-J-08
EJ671698
Journal of College Student Retention,
v. 4, no. 4, pp. 361-376, 2002-2003
Polinsky
Uses the Student Intention Survey to
identify CC students’ goals, the
accomplishment of these goals, and
how they relate to SR
32
SR-J-09
EJ668438
Community College Review,
v. 30, no. 4, pp. 64-84, Spr 2003
Summers
Focuses on the scope and
significance of research related to
CC SR. Examines the theoretical
models that explain and attempt to
predict student attrition
33
Teaching Issues (TI)
Dissertations
TI-D-01
U. of Virginia
Clear
Assesses English composition course
dual-enrollment practices in the
Virginia CC System, and establishes
possible criteria to improve this, the
most frequently offered dualenrollment course within the system
TI-DF-02
U. of California,
Santa Barbara
Garey
Examines the use of drama as a
significant and effective pedagogy,
to create opportunities for more
engaged and meaningful learning in
higher education, and specifically in
the CC environment
TI-D-03
U. of Houston
Ghavami
Determines the effect of small- group
exercises that emphasize the
cognitive aspects of problemsolving on the achievement of firstyear physics students at a CC
TI-D-04
National-Louis U.
Malekpour
Examines holistic science pedagogy
in conjunction with a constructivism
theory. Demonstrates that learners
can better understand decisionmaking, and more easily relate
to social/political and ethical issues
ERIC documents
TI-E-01
ED473686
Ebersole
Highlights an extended orientation
program for new faculty members at
a Maryland CC. It relies on the
principles of learning communities:
shared knowledge, shared knowing,
and shared responsibility
TI-E-02
ED477913
Ryan
Discusses how the changing
demographics of CCs—involving
more nontraditional students—may
require counseling techniques that
are markedly different from those for
traditional college students
34
TI-E-03
ED477912
Stern
Examines four delivery methods
being employed by CCs in the area
of professional development (PD):
new faculty orientation, web-based
PD, comprehensive programs, and
seminars
TI-E-04
ED475802
Townsend
& Ignash
Focuses on the role of CCs in
training K-12 teachers. Provides 10
chapters of information tied to this
topic
Calderon
Describes initiatives in communitybased participatory research by
students. Combines the practice of
critical pedagogy with civic
engagement and diversity
TI-J-02
-Educational Studies,
v. 34, no. 3, pp. 299-317, Fall 2003
Castanier
Provides an overview of the research
involving the interviewing and
and tutoring of CC students with low
levels of literacy skills
TI-J-03
EJ671907
Community College Journal,
v. 73, no. 6, pp. 24-27, Jul 2003
Flint
Argues that problem-based learning,
which stresses relevant learner issues
and allows for situational flexibility
in the classroom, can better prepare
CC students for the workplace
TI-J-04
EJ664992
Community College Journal of
Research and Practice,
v. 27, no. 3, pp. 173-190, Mar 2003
Hanson
Examines CC role in American
society. Details changes in CCs, and
their implications, particularly with
regard to their impact on pedagogy.
Offers the town hall meeting as an
alternative teaching method
TI-J-05
-Change,
v. 35, no. 5, pp. 26-33, Sep/Oct 2003
Hutchings
Explores the ethical issues in the
scholarship of teaching and learning.
Explains that what occurs in the
classroom can raise ethical concerns
that provide new windows into the
values of educators
Journal articles
TI-J-01
EJ673290
Peer Review,
v. 5, no. 3, pp. 22-24, Spr 2003
35
TI-J-06
-Higher Education,
v. 46, no. 1, pp. 93-121, Jul 2003
Kreber
Considers the scholarship of
teaching. Argues that, to promote
changes in policy regarding what is
to count as scholarship, identifying
and reporting “expert” conceptions
will remain insufficient
TI-J-07
-Sifferlen
Chronicle of Higher Education,
v. 49, no. 27, pp. B12-B13, Mar 14, 2003
Chronicles how CCs are developing
training programs to support faculty
members in their use of instructional
technologies
TI-J-08
EJ671896
Community College Journal of
Research and Practice,
v. 27, no. 7, pp. 633-637, Aug 2003
Offers citations for publications that
provide general overviews of various
issues related to part-time CC
faculty. Includes part-time faculty
roles and functions, teaching
methods and effectiveness, and more
Sophos
TI-J-09
-Sundeen
Teaching English in the Two-Year College,
v. 31, no. 1, pp. 8-15, Sep 2003
Describes a composition lesson that
examines the intersection between
race and literacy. Involves the use of
rap music as a legitimate literacy
form
TI-J-10
-Townsend & Offers articles on current approaches
New Directions for Community Colleges, Ignash (Eds.) and possible future approaches
no. 121, pp. 5-109, Spr 2003
concerning the role of CCs in teacher
education. Covers several statespecific exemplars, to include CC
baccalaureate-degree programs
36
Technology and Distance Education (TDE)
Dissertations
TDE-D-01
U. of Memphis
Campos
Hernandez
Examines the relationship between
the quality of effort of students and
their estimate of knowledge gains in
information technology and career
preparation. Involves a TDE
program at a Mexican university
TDE-D-02
George Mason U.
Jamison
Explores whether student completion
of asynchronous web-based TDE
courses could be predicted by a set
of motivation-related variables (e.g.,
goal activation and salience, multiple
goals, goal alignment, etc.)
TDE-D-03
U. of Nevada,
Las Vegas
Lei
Investigates variations of teaching
and assessment strategies based on
status and education level of
faculty members at two CCs.
Includes how these faculty members
approached TDE course instruction
TDE-D-04
Fielding Grad. Inst.
Levy
Focuses on how California CCs
planned for the implementation of
online distance learning, and what
aspects of online TDE have been or
are going to be implemented
TDE-D-05
State U. of New
York (SUNY),
Buffalo
Stephens
Explores conceptual understandings
administrative leaders have about
TDE in three SUNY sectors (CCs,
comprehensive colleges, & research
universities), and how the se
understandings impact TDE support
TDE-D-06
New York U.
Williams
Determines which TDE course
delivery technologies provide higher
levels of satisfaction among New
Jersey CC students; identifies
dimensions of a TDE environment
that are important to satisfaction
37
ERIC documents
TDE-E-01
ED475801
Bahr, Horn,
& Perry
Describes the process used by the
Chancellor’s Office of the
California CCs (Technology,
Research, and Information Services
Division) to identify low-transfer
rates, as mandated by the legislature
TDE-E-02
ED473972
Chesson &
Rubin
Offers a policy framework in
support of rural CCs. Discusses the
area of technology and how states
can help to ensure rural areas have
an affordable telecommunications
infrastructure
TDE-E-03
ED473971
Hillman
Discusses Pennsylvania’s status as
the nation’s third most rural state,
and how rural areas have used TDE.
Includes examples of how some
rural districts have contracted with
out-of-state CCs for course delivery
TDE-E-04
ED477912
Stern
Showcases delivery methods being
employed in CCs for professional
development (PD). Examines one
method used by a Florida CC,
involving asynchronous sessions
of online PD for faculty
TDE-E-05
ED476672
Van
Kollenburg
(Ed.)
Provides a collection of papers on
self-study and institutional
improvement. Devotes a chapter,
with multiple papers, to the topic of
using TDE to enhance student
learning
TDE-E-06
ED476682
Westchester
Community
College
Summarizes outcome measurements
pertaining to 10 mission and
strategic planning focus goals of one
New York CC. Includes the topic of
academic technology
38
Journal articles
TDE-J-01
EJ671910
Community College Journal,
v. 73, no. 6, pp. 44-47, Jul 2003
Basham
Analyzes the impact of the U. S.
Patriot Act on higher education,
especially in the area of information
technology security. Discusses
impacts on TDE learning, and
possible lawsuits for lax security
TDE-J-02
-The Delta Kappa Gamma Bulletin,
v. 69, no. 3, pp. 42-46, Spr 2003
Bruster
Highlights teaching rhetoric and
English composition through the use
of instructional television and TDE
at one Texas CC. Discusses the
technology and method used to
enhance student-learning experiences
TDE-J-03
EJ665007
Community College Journal of
Research and Practice,
v. 27, no. 4, pp. 337-347, May 2003
Floyd
Argues that, by skillful leading and
investment in PD, CC leaders can
help transform campuses into centers
of technology-based learning. States
that TDE is in line with CC missions
of access and equity
TDE-J-04
-Henning
Teaching English in the Two-Year College,
v. 30, no. 3, pp. 306-316, Mar 2003
Explores the shifting boundaries and
implications created by technology
regarding student writing and the
teaching of writing. Discusses
plagiarism and instructional
management
TDE-J-05
-Community College Journal,
v. 74, no. 2, pp. 40-43, Oct/Nov 2003
Valet
Describes computer-based learning,
and how CCs have used this method
to provide flexible and affordable
workforce development services for
corporate clients
TDE-J-06
-Community College Journal of
Research and Practice,
v. 27, no. 4, pp. 263-272, Apr/May 2003
Walters &
Keim
Investigates the role CC deans of
instruction have in institutional and
facilities planning. Focuses on the
challenges that TDE programs and
equipment can create for these
individuals
39
TDE-J-07
-TechTrends,
v. 47, no. 5, pp. 28-31, Sep/Oct 2003
Wang,
MacArthur,
& Crosby
Examines the attitudes of CC
professors toward online learning;
specifically, the value they saw in
technology as an educational tool
and the level of confidence they
had in their own computer skills
TDE-J-08
-Techniques,
v. 78, no. 3, pp. 26-29, Mar 2003
Wright
Describes a joint venture between
a Virginia city school system, a CC,
and the city itself—to create an
Advanced Technology Center and
streamline the path from TDE to
high-paying industry jobs
40
Transfer and Articulation (TA)
Dissertations
N/A
ERIC Documents
TA-E-01
ED476677
American
Association
of
Community
Colleges,
et al
Identifies obstacles to the associate
degree’s universal acceptance as the
equal of the first 2 years of senior
college/university. Suggests steps to
fix TA problems; includes comments
from survey respondents
TA-E-02
ED475801
Bahr, Horn,
& Perry
Describes efforts by the California
Community College Chancellor’s
Office to identify persistently low
transfer colleges within the system
TA-E-03
ED476687
Goff
Compares TA policies between
Florida and Maryland. Examines
state- governance policies to enhance
TA between two- and four-year
campuses. Offers future projections
regarding TA within the states
TA-E-04
ED477197
Goff
Compares TA policies between
Missouri and Maryland. Examines a
common-transfer framework
between CCs and universities, plus
the lack of statewide TA and
common course numbering systems
TA-E-05
ED475802
Townsend & Focuses on the role of CCs in
Ignash
training K-12 teachers. Includes
several chapters about TA issues that
impact undergraduate teacher
education programs
TA-E-06
ED476835
Townsend & Examines the roles CCs play in
Ignash
teacher education. Shows how states
that allow CCs to offer teacher
education have various forms of TA
agreements. Also shows CC role in
alternative certification programs
41
TA-E-07
ED476836
Yang
Explores individual and institutional
factors on transfer. Argues that
transfer from CCs to four-year
schools is a function of student
characteristics, the type of institution
enrolled in, and the tuition gap faced
Lindstrom
& Rasch
Claims the national teacher shortage
has made it critical for two- and
four-year colleges to collaborate in
aiding transfers of education majors.
Adds that students are vulnerable to
unnecessary course repetitions
TA-J-02
-Black Issues in
Higher Education,
v. 20, no. 14, pp. 28-31, Aug. 28, 2003
Roach
Explains that historically black
colleges and universities need to find
ways to be accessible and attractive
to students starting at CCs. Shows
how some HBCUs have created TA
agreements with CCs to aid transfers
TA-J-03
-Community College Journal
of Research and Practice,
v. 27, no. 2, pp. 95-117, Feb 2003
Suarez
Focuses on factors that aid the
forward transfer of Latinos from a
public CC to a four-year public state
college. Successful transfers
require institutional dedication to
the transfer mission by all parties
Journal articles
TA-J-01
EJ668426
New Directions for
Community Colleges,
v. 121, pp. 17-26, Spr 2003